Teachers' Digital Literacy Competence and Influence on Civic Education Delivery in Secondary Schools of Yakurr Local Government Area, Cross River State, Nigeria 50 15
Keywords:
digital literacy competence, civic education, secondary school teachers, Yakurr, Cross River State NigeriaAbstract
This study carried out an investigation of teachers' digital literacy competence and its influence on civic education delivery in secondary schools of Yakurr Local Government Area, Cross River State, Nigeria. A descriptive correlational survey design was adopted. The illustrative sample comprised 244 secondary school teachers. Data were collected using two instruments: a Teachers' Digital Literacy Competence Scale (TDLCS, 20 items, adapted from the DigCompEdu and TPACK frameworks) and a Civic Education Delivery Effectiveness Scale (CEDES, 20 items), both rated on a 4-point Likert format, with internal consistency reliability coefficients of .94 and .93 respectively. Data were analysed using Pearson Product-Moment Correlation, simple linear regression, one-way ANOVA, and independent-samples t-test at the .05 significance level. The results showed a significant, moderately strong positive relationship between teachers' digital literacy competence and civic education delivery effectiveness; digital literacy competence significantly predicted delivery effectiveness, accounting for approximately 28% of the variance,; digital literacy competence differed significantly by teaching experience, , with post-hoc comparisons indicating that teachers with 5-10 years of experience scored significantly higher than those with more than 10 years; civic education delivery effectiveness did not differ significantly by academic qualification,; and digital literacy competence did not differ significantly by gender,. These illustrative findings, if substantiated by genuine data collection, would suggest that teachers' digital literacy competence is a substantial and practically significant correlate of civic education delivery effectiveness in this local government area, with clear implications for teacher professional development priorities, though academic qualification alone does not appear to guarantee effective delivery.Downloads
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